Scoring Key

FOR TEACHERS ONLY
The University of the State of New York
REGENTS HIGH SCHOOL EXAMINATION
I
COMPREHENSIVE EXAMINATION
IN ITALIAN
Friday, June 21, 2002— 9:15 a.m. to 12:15 p.m., only
SCORING KEY
Mechanics of Rating
• Use only red ink or red pencil in rating Regents examination papers. Do not attempt to
correct the student’s work by making insertions or changes of any kind.
• Use checkmarks [✓] to indicate incorrect or omitted answers in Parts 2 and 3. Do not place
a checkmark beside a correct answer. Underscore student errors in Part 4.
• Record the credit for each part in the appropriate credit box on the student’s answer booklet.
• Record the total examination score (the sum of the credits the student received for each
part) in the appropriate space in the box in the upper right corner of the answer booklet.
• Check carefully for mechanical errors (e.g., addition). Using a calculator might be helpful.
• Write your initials clearly in the appropriate space on the answer booklet.
Part 1
Record the credit for Part 1: Speaking, as previously reported to the building principal.
Part 2
Allow a total of 30 credits, two credits for each of the following:
a (1) 3
(2) 1
(3) 4
(4) 2
(5) 1
(6) 3
(7) 1
(8) 2
(9) 2
b (10) 4
(11) 1
(12) 4
(13) 1
(14) 3
(15) 3
Part 3
Allow a total of 30 credits, two credits for each of the following:
a (16)
(17)
(18)
(19)
(20)
2
4
2
1
3
b (21)
(22)
(23)
(24)
(25)
4
3
2
1
4
c (26)
(27)
(28)
(29)
(30)
1
3
2
3
1
Part 4
Principles:
In Part 4a, students are instructed to write one note (choice of one out of two) of at least six
clauses for a total of six credits. In Part 4b, students are instructed to write either a narrative
based on a picture or a letter. The narrative or letter must contain at least 10 clauses for a total of
10 credits. The answers to Part 4 must be written in the student’s own words; no credit should be
given for a response that is copied or substantially the same as material from other parts of the
examination.
[OVER]
COMPREHENSIVE ITALIAN— continued
In order to qualify for any credit, the note and the narrative/letter must achieve the
stated purpose.
The rating procedure described below provides for one credit for each clause: 2⁄3 credit for
comprehensibility-appropriateness and 1⁄3 credit for form. The six clauses in the note (Part 4a)
may be contained in fewer than six sentences, and the 10 clauses in the narrative/letter (Part 4b)
may be contained in fewer than 10 sentences.
For the purpose of rating, a clause must contain a verb, a stated or implied subject, and additional words necessary to convey meaning. The intent is to credit the ideas expressed, regardless
of the number of sentences in which they are expressed.
Comprehensibility is determined by the rater’s visual inspection and judgment as to whether
the clause would be understood by a literate native reader of Italian who knows no English, but
is used to dealing with foreigners. Appropriateness is determined on the basis of the clause’s contribution to the development of the note and narrative/letter.
Form is adherence to conventional rules of grammar and orthography.
Procedure:
For rating Part 4, the student’s answer booklet contains three columns labeled C (Comprehensibility), A (Appropriateness), and F (Form). For Part 4a, the columns are numbered 1
through 6 to correspond to the first six clauses in the note, and for Part 4b, the columns are numbered 1 through 10 to correspond to the first 10 clauses in the narrative/letter.
1. Read the note or the narrative/letter in its entirety to determine whether the stated
purpose has been achieved. If the purpose has not been achieved, leave all boxes for that
note or narrative/letter blank.
Please keep in mind that students may employ a wide array of strategies to accomplish the purpose of the note or narrative/letter, using a
variety of vocabulary and grammatical structures.
2. Proceed as follows if the purpose of the note or the narrative/letter has been
achieved:
• Identify the first six clauses in the note or the first 10 clauses in the narrative/letter by slash
marks as shown in the examples ( ⁄1, ⁄2, ⁄3, etc.). Do not include the datelines, salutations,
and closings supplied in the student’s test booklet. Rate only the clauses you have identified by slash marks.
• Determine the comprehensibility-appropriateness of the first clause.
— If the clause is incomprehensible or inappropriate, leave all three boxes blank and go
on to the next clause.
— If the clause is comprehensible and appropriate, place a checkmark [✓] in the C box
and in the A box.
• Evaluate the form of the first clause by underlining ALL errors. Do not underline more
than three diacritical marks in each note or narrative/letter. (The past practice of circling
repeated errors has been discontinued.)
— If the clause contains no more than one error, place a checkmark in the F box (i.e.,
there is no penalty for one error per clause).
— If the clause contains more than one error, leave the F box blank.
• Rate the remaining clauses in the same manner.
After rating the note and the narrative/letter, count the number of checkmarks. Write the
total number in the blank next to “Total Checks” below the narrative/letter. Divide that number
by three and round the result to the nearest whole number. Write that whole number in the
“Credit” box for Part 4. The following table is provided for your convenience in converting the
total number of checkmarks to credit for Part 4.
COMPREHENSIVE ITALIAN— concluded
Credit
Total Checks
Credit
48, 47
16
25, 24, 23
8
46, 45, 44
15
22, 21, 20
7
43, 42, 41
14
19, 18, 17
6
40, 39, 38
13
16, 15, 14
5
37, 36, 35
12
13, 12, 11
4
34, 33, 32
11
10, 9, 8
3
31, 30, 29
10
7, 6, 5
2
28, 27, 26
9
4, 3, 2
1
Total Checks
a For each note, an example of a response worth six credits follows. The slash marks indicate
how each sample note has been divided into clauses.
31 Cara signora,
La ringraziamo tanto del suo aiuto per la nostra festa./1 La festa è stata
sabato sera/2 ed è stata veramente un successo./3 Con il suo assegno abbiamo
comprato tutti i bei fiori che abbiamo messo sui tavoli./4 Senza fiori, il nostro
pranzo della “Celebrazione di Primavera” non sarebbe sembrato primavera./5
Abbiamo avuto tanti complimenti sulla bellezza dei fiori./6
Arianna
32 Egregi Signori,
ho ricevuto la maglia che ho ordinato/1 ma il colore è sbagliato./2 La misura è
giusta e anche il prezzo./3 Ho ordinato il colore verde/4 e ho ricevuto il colore
blu./5 Per favore, mi faccia sapere se ha la stessa maglia nel mio colore
preferito./6
Rita
b For each narrative/letter, an example of a response worth 10 credits follows. The slash marks
indicate how each sample narrative/letter has been divided into clauses.
33
La signora Narducci ha avuto un problema con la sua macchina./1 Adesso lei
sta parlando con il meccanico./2 Il meccanico le ha detto che/3 ci vuole del
tempo per riparare la macchina/4 perché deve cambiare i freni./5 Lui le ha anche
detto che ha bisogno di calcolare il costo./6 La signora non sa se ha abbastanza
denaro/7 e ha lasciato la carta di credito a casa./8 Lei chiama suo marito/9 perché
non sa come tornare a casa./10
34 Cara Rosetta,
Negli stati uniti arriviamo a scuola in autobus verso le otto meno dieci./1 La
prima classe comincia alle otto./2 Ogni classe dura cinquanta minuti./3 Abbiamo
cinque classi al giorno più l’ora della seconda colazione./4 Il cibo più comune
che mangiamo a scuola è: hamburger, pizza o pollo fritto./5 Le classi finiscono
alle due/6 pero molti di noi restiamo per attività sportive/7 o per ricevere aiuto
dai professori./8 Nella scuola usiamo indumenti dell’ultima moda./9 L’ultimo
autobus parte alle cinque./10 Il sabato e la domenica molti di noi abbiamo un
impiego parziale per guadagnare dei soldi da spendere.